PEREIRA, Suzana de Sousa.
Abstract:
This work presents the results of a research whose the main purpose to analyze the
evaluation that teachers working in elementary school, from public schools of the city
of Cachoeira dos Indios make their initial training in pedagogy from the perspective of
the relation between theory and practice. With this in focus were defined as specific
objectives: to check, in the view of teachers, if there is influence of training in their
thinking and acting; identify knowledge seized in their training; recognize the possible
difficulties that they face in their work, related to gaps in their training. In this
perspective, this work is based on qualitative research approach characterizing with
a field research. The instrument of data collection was a structured interview
conducted with five teachers. In a theoretical reference took shelter in theorists like
Pimenta (2008) Libâneo (1994, 2004), Ibernôn (2006), Veiga (2009), among others
that were significant for the construction of the reflections presented here about the
relation between educational practice and teacher training. The analysis of the
answers made possible to conclude that, according to the teachers, their initial
training contributes to their daily practice. The teachers list as remarkable knowledge
acquired in training, the capacity to re-evaluate their pedagogical practice, knowledge
linked to the political pedagogical project, reading levels of learning, among others.
About the difficulties who experienced in relation to gaps in their training, it was
appointed the question of disability inclusion. According to one of the teachers this
issue was not studied in her initial training. From the foregoing, it is concluded that
the initial education acquired in Pedagogy course is very important for professional
development, and consequently to improving the quality of teaching practice.